Health Grade 3

include communicating with others, being friendly, playing outdoor games,talking to classmates, and sharing things. Spiritual health refers to our belief in a higher order with our sense of unityin the environment. Spiritual activities include saying good things daily,learning how to say sorry and thank you and always praying. On the other hand, wellness is described as an optimal health from apositive perspective in life by maintaining good body conditions through ahealthy lifestyle. The balance of the five aspects makes the optimal health and wellness ofan individual and a healthy person lives a quality life. PHYSICAL physical characteristics and your body functions EMOTIONAL MENTAL ability to recognizeDRAFTway of expressing and process realityyour feelings in anappropriate wayApril 10, 2014HEALTH AND  WELLNESS    SOCIAL SPIRITUAL interactions with the attitude of having others to build sense of direction andsatisfying relationship purpose 7  

III. Procedure A. Preliminary Activities 1. Ask the pupils to identify healthy people they know. 2. Tell the students to write the names or draw the faces of their healthy idols. Let them list or draw as many as they can. 3. Call for volunteers to share their work. 4. Ask the pupils: What makes these people your healthy idols? 5. Ask the students to describe the characteristics of their healthy idols. Write on the board the adjectives used to describe healthy people. 6. Let the pupils describe a healthy one using all the adjectives used for their healthy idols. B. Developmental Activities 1. Call on volunteer who will read in class the definition of health and wellness according to W.H.O. Ask the volunteer to explain the definition. “Health as a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.”DRAFT2. Present pictures of the 5 aspects of health (physical, mental, emotional, social and spiritual) 3. Discuss with the class the components of each aspect. 4. Let the pupils do Activity 1: The Healthy One on p._____. 5. After doing the activity, ask a pupil to read and explain his/her work in class by answering the following questions:April 10, 2014a. Do you think you are a healthy one? Why? b. What are the activities that a healthy person can do? 6. Ask the pupils to identify activities under physical, mental, emotional, spiritual and social. 7. Ask the pupils to turn their module to p.____ for Activity 2: Wellness on the Go. Let the pupils describe each picture and answer the activity. 8. Discuss each activity in the picture. Write on the board the activities under two classifications- Healthy Person vs Unhealthy Person.Healthy person/practice Unhealthy Person/practice Engages in physical activity  Does less physical activity Helps in household chores  Watches TV all the time Makes friends  Throw tantrums most of the time Communicates well with others  Eats unhealthful food Takes time to pray  Always gets sick 8  

9. Ask the pupils to name other healthy and unhealthful activities and characteristics aside from those in the module.10. Let the pupils contrast healthy and unhealthy pictures using the characteristics and activities written on the board.C. Generalization1. Let pupils do Let's Check! on p ___.2. Remind the pupils to write only the promises that they intend to keep and willing to commit for the health.D. Evaluation 1. Ask the pupils to answer Activity 3: Get’s Go for Health and Wellness on p.____.2. Let them identify ways for a healthy lifestyle as decoded in the message from the activity. Ask them to explain each step.DRAFTa. Eat a balanced diet. b. Exercise regularly.c. Avoid harmful habits.April 10,d. Get adequate rest. 2014 e. Manage stress f. Get regular medical attention. g. Practice safety.Lesson 2: Sickness TroublesI. Objectives: ‐ Define disease ‐ Identify common childhood diseases ‐ Explain effects of diseasesII. Subject Matter: 9  Content: Common Childhood Diseases Materials: ‐ Activity cards ‐ Pictures ‐ Markers 

References: ‐ Meeks, Linda, .et,al. (2010). Comprehensive School Health Education. Totally Awesome Strategies for Teaching Health (7th ed). New York USA: McGraw Hill. ‐ McTavish, Sandra ( 2004).Life Skills. 225 Ready to Use Health Activities for Success and Well-being. California USA: John Wiley & Sons Inc. ‐ Galvez Tan, JZ, et al. (2009). The Health Curriculum in the Philippine Basic Education. Manila: UNACOM. ‐ Donatelle, R.J. (1996). Access to Health (9th ed.) New Jersey: Pearson Education Inc. ‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED.Background Information Disease is an abnormal condition of the body which alters the normalfunctioning of the body and mind. Each disease comes with specific group ofsigns and symptoms. Diseases affect our total health. It limits our activities andDRAFTaffects the quality of our life as well as our relationship with others. Children are viewed as more susceptible to various kinds of diseases.Common childhood diseases include common cold, influenza, measles, chickenpox, mumps, sore eyes, hepatitis, tuberculosis, typhoid fever, dengue fever,malaria, ARI-acute respiratory infection-pneumonia, diarrhea, cholera, hand,April 10, 2014foot and mouth disease, strep throat, leptospirosis,A1 H1N1 virus,meningococcocemia, SARS, pediculosis and intestinal parasitic infestation. Common Childhood DiseasesDisease Mode of Signs and Prevention and(cause) TreatmentAcute Respiratory Transmission Symptomsinfection ‐ Increase body(Pneumonia) Person-to-person Cough, short resistancevirus/bacteria) by coughing, rapid breathing, ‐ Good nutrition ‐ Antibiotic sneezing or difficulty in treatment speaking breathing, feverIt is a leading causeof death in childrenunder 5 year old indevelopingcountries 10  

Chickenpox Airborne Reddish skin ‐ Avoid crowded(virus) droplets, direct lesions which areas. contact with become blisters, fluid from blisters weakness, ‐ Increase body and sores headache, resistance. muscle and joint pains, fever ‐ Avoid direct contact with infected person.Cholera Eating food or Watery stools, ‐ Drink safe and(Bacteria) drinking water vomiting, clean water. contaminated dehydration ‐ Keep food away with vibrio from pests. bacteria ‐ Eat clean and safe food. ‐ Use the toilet properly. ‐ Wash hands DRAFT often. ‐ Keep surroundings clean ‐ Take ORESOL for treatment.Common coldsApril 10, 2014(virus) Airborne Runny nose, ‐ Wash hands droplets through watery eyes, often. sneezing, difficulty in coughing, breathing, -Cover your nose and mouth when touching sneezing, sore sneezing and infected objects throat, cough, coughing. headache -Observe proper hygiene -Avoid contact with people with colds. -Get plenty of rest and fluids 11  

Dengue Day-biting of Onset of fever for -Plenty of fuids(Virus carried by aedes aegypti 2-7 days, joint ‐ 4S -Search andaedes aegypti and aedes and muscle destroy mosquitomosquito) albopictus pains, weakness, habitats mosquito rashes, ‐ Take self- carrying dengue nosebleeding, protection virus abdominal pain, measures vomiting, dark- ‐ Seek early colored stools, consultation difficulty in ‐ Say Yes to breathing fogging when there is an impending breakInfluenza Airborne Headache, chills, -Avoid direct(virus) droplets through sneezing, stuffy contact with sneezing, nose, sore throat, infected people.A(H1N1) flu coughing, dry cough, body - Wash hands(in 2009, the WHOannounced the virusas pandemicDRAFTaffecting more than touching aches, fever, often. infected objects - Cover your nose and mouth when sneezing and70 countries) coughing. -Observe properApril 10, 2014hygiene -Get plenty of rest and fluids -Increase body resistanceHand, foot and Contact with Fever, sore throat, ‐ Proper hygienemouth disease nose and throat painful, red and sanitation(virus) discharges, blister-like lesion saliva of on the tongue, infected person, gums and inside touching cheeks, red contaminated rashes on palm, objects soles and sometimes buttocks. Loss of appetiteHepatitis A Person-to-person Fever.malaise, ‐ Proper sanitation(virus) through fecal- loss of appetite, ‐ Proper hygiene oral route or vomiting, ‐ Proper foodThe Philippines is fecal jaundice handling 12  

considered highly contamination ‐ Wash handsendemic for Hepa of food and regularlyA. It is very common water byamong children in infected persondeveloping and oralcountries ingestion the contaminated food and waterMalaria Bite of an Chills, high-grade, -Good sanitation(plasmodium infected female fever, severe -Put protectionprotozoa) anopheles headache, such as long mosquito, usually vomiting sleeved clothing, during night time mosquito net, windows screenMeasles Easily spreads Cough, runny ‐ Increase body(virus) from person-to- nose, red eyes, resistance person by fever, blotchy red ‐ Get plenty ofThis disease couldhave complicationssuch as pneumonia,DRAFTencephalitis, sneezing, rashes rest and fluids coughing and ‐ Vitamin A close personal contact supplement ‐ ImmunizationblindnessMeningococcoemia Person-to-person Fever, cough, ‐ Avoid crowdedApril 10, 2014(bacteria)through respiratory sore throat, places droplets from pinpoint rashes, ‐ Increase body sneezing, skin lesions, and others resistance ‐ Good sanitation coughing, ‐ Wash hands kissing, sharing often food, drinks and ‐ Do not share utensils utensils with an infected personMumps Easily spreads Fever, headache, ‐ Increase body(virus) from person-to- sore throat, resistance person by swelling of the ‐ Proper hygiene sneezing, parotid (salivary) ‐ Good sanitation coughing and glands close personal contactParasitic Intestinal Contaminated Loss of appetite, -Proper hygieneinfestation food, bloated tummy and sanitation contact with 13  

contaminated soil and human waste,Pediculosis Contact with Irritation on the ‐ Proper hygiene contaminated head. Loss of and sanitation objects, sharing appetite, combs, towel, pillows.Sore eyes Airborne, Red eyes, sore -Wash hands(bacteria/virus) touching of eyes, watery eyes often. infected objects with plenty of - Increase and get contact mucus resistance with the eyes - Proper hygieneTuberculosis Air droplets Cough, chest -Healthy lifestyle(bacteria) through and back pain, coughing and loss of weight, sneezing blood-streakedProcedure sputumDRAFTA. Preliminary Activity1. Ask the pupils “Have you been sick? What are those?” 2. Instruct the pupils to turn to “Let's Try: Oh my, I’m sick” on p. ___ . Let them write the different diseases that they have experienced. 3. Call on volunteers to share their experiences during their sickness.April 10, 2014Askthem: a. How did you feel? b. How did it affect your activities?4. Let them read and explain the definition of disease.5. Tell them that according to studies, children are more susceptible todiseases.B. Developmental Activities Sickness Bingo 1. Ask the pupils to do “Activity 1: Sickness Bingo” on p.____. This activity could be given as an advanced homework before discussing the lesson. It could give more time for the pupils to ask their families and friends to fill in the bingo sickness chart. 2. Let the pupils share their answers from the bingo sickness activity. Ask them too about what they learned about such diseases. 14  

3. Briefly give information about the diseases indicated in the activity. 4. Instruct the pupils to do “Activity 2: Just can’t Forget about it” on p.___. Let them write a short paragraph about their unforgettable or worst experience on sickness. Encourage them to write their feelings about it, and what they have done with it. 5. Ask some pupils to share their work. Draw from the experiences of the students to briefly discuss how diseases affect us. C. Generalization Call on volunteers and ask, a. What is a disease? b. How do diseases affect us? c. What are some common childhood diseases? D. Evaluation Ask the pupils to answer Let's Check: Health advisory” on p. ____. Rate the poster: DRAFTContent- 5 pts Presentation-3 pts Creativity-2 pts Lesson 3 : Factors on the GoApril 10, 2014I. Objective: ‐ Identify risk factors of diseases ‐ Discuss risk factors of diseases ‐ Give examples of health condition under each risk factorII. Subject Matter: Content Outline: Contributing risk factors of diseases Materials: ‐ activity cards ‐ pictures ‐ markers References: 15   

‐ Meeks, Linda, .et,al. (2010). Comprehensive School Health Education. Totally Awesome Strategies for Teaching Health (7th ed). New York USA: McGraw Hill. ‐ Department of Health (2012). Philippine Health Advisories. Manila: National Center for Health Promotion, National center for Disease Preventon and Control. ‐ McTavish, Sandra ( 2004).Life Skills. 225 Ready to Use Health Activities for Success and Well-being. California USA: John Wiley & Sons Inc. ‐ Donatelle, R.J. (1996). Access to Health (9th ed.) New Jersey: Pearson Education Inc. ‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED. Background Information Diseases develop with various elements and contributing risk factors. The elements of diseases include the susceptible host, causative agent, and the environment. A disease starts with a susceptible host which can be anyDRAFTorganism- human or animals with a weak resistance level or genetic dysfunction. The causative-agents or pathogens are disease-causing microorganisms such as bacteria, virus, fungi and protozoa. These agents are very tiny organisms that can not be seen by the naked eye. Most people call these “germs” which cause infection and communicable diseases. Environment includes the surrounding and all its elements such that anApril 10, 2014unhealthy environment contributes to the development of diseases. There are various risk factors that contribute to susceptibility such as heredity, lifestyle and environment. Heredity includes the genes from the family. Research studies show that some diseases are caused by direct chromosomal inheritance. It is also believed that certain people may actually inherit immune systems that are susceptible to a wide variety of invasive organisms. It has also been studied that with age, the body’s immune system responds less efficiently to the invading organisms thus, increasing the risk of illness. The contributing risks factors of diseases from the environment include pollutants, radioactive substances, and infectious pathogens which may contaminate the air, water, food supply and soil and make people susceptible to diseases. For instance, eating contaminated food, drinking of contaminated or dirty water will result in typhoid fever, and diarrhea. Polluted 16  

air and sudden change of weather can contribute to the development of disease such as asthma, colds, and severe coughing. On the other hand, lifestyle refers to the actions or practices of a person. It is considered as one of the greatest contributors of diseases such that the impacts of other factors will vary according to a person’s lifestyle. Healthy lifestyle includes having proper and balanced nutrition, taking adequate rest and sleep, doing regular physical activities, avoiding smoking and alcohol, managing stress, practicing safety and taking regular medical check-ups. People who choose to do harmful and unhealthful habits have the higher susceptibility to diseases. Lifestyle diseases also include obesity, asthma, chronic liver diseases, and some kinds of cancer, heart diseases, diabetes and many others.  III. Procedure A. Preliminary Activity Picture says 1. Ask the pupils to turn to “Picture says” on p. ______. The pupils must DRAFTdescribe what each picture. 2. Let them identify if the picture shows a healthy habit or a habit that could make people sick. 3. Emphasize that there are certain factors that contribute to development of diseases such as heredity, lifestyle and environment.April 10, 20144. Let them identify the factor shown on each picture. B. Developmental Activities  1. Show pictures of examples of the three contributing risk factors in different conditions. 2. Let the pupils guess the factor involved in each picture being shown. 3. Instruct the pupils to answer Activity 1: Sickness Factors on p___.  (Answers: 1. L 2. H 3. L 4. E 5. E) 4. Discuss that contributing risk factors under different conditions have a big impact on our health, which could either make us healthy or sick and weak.  5. Ask the pupils to answer Activity 2: Friends or Foes on p. ____. Let them identify conditions that are risk factors of diseases.    17   

Friends Foes Dirty water Rest Clean body Germs Household pests Smoking Exercise Immunizations Polluted air Abnormal tissues Balanced Diet Check-ups C. GeneralizationAsk the pupils: What makes us sick? D. Evaluation Let pupils answer Let's Check on p.____. Make them identify in their community the different conditions that makes them healthy or sick.  Lesson 4: Be Healthy with Clean BodyI. Objectives: DRAFT‐ Explain measure to prevent common diseases-proper hygiene ‐ Explain the importance of proper hygiene in the prevention of diseases ‐ Discuss ways to maintain proper hygiene ‐ Practice proper hygiene ‐ Demonstrate good decision-making skills to prevent diseasesII. Subject Matter:April 10, 2014Content: Preventive measures for common childhood diseases- properhygiene Materials: ‐ Activity cards ‐ pictures ‐ markers ‐ personal care products References: ‐ Meeks, Linda, .et,al. (2010). Comprehensive School Health Education. Totally Awesome Strategies for Teaching Health (7th ed). New York USA: McGraw Hill. ‐ McTavish, Sandra ( 2004).Life Skills. 225 Ready to Use Health Activities for Success and Well-being. California USA: John Wiley & Sons Inc. ‐ Galvez Tan, JZ, et al. (2009). The Health Curriculum in the Philippine Basic Education. Manila: UNACOM. 18  

‐ Donatelle, R.J. (1996). Access to Health (9th ed.) New Jersey: Pearson Education Inc. ‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED. Background Information Hygiene is a set of practices or ways of carrying out daily tasks in keeping oneself healthy. Personal hygiene involves those practices performed by an individual to care for one's bodily health and well being, through cleanliness and self grooming. Practices that are generally considered proper hygiene include bathing regularly, always washing hands and especially before handling food, washing scalp hair, wearing clean clothing, brushing one's teeth, cutting nails regularly and other grooming practices. Other personal hygienic practices include covering one's mouth when coughing, disposing soiled tissues appropriately, making sure toilets are clean. Personal grooming extends personal hygiene as it pertains to the maintenance of a good personal and public appearance. It may involve, for example, usingDRAFTdeodorants or perfume, shaving, or combing, besides other practices. Effects of being unhygienic lead to infection, food poisoning and the contamination and spread of diseases. Maintaining proper hygiene promotes optimal health, sense of well-being, social acceptance and high resistance to diseases. Moreover, good daily habits must always beApril 10, 2014practiced to stay healthy, avoid getting sick and prevent the spread of diseases. Some ways to maintain proper hygiene include the following: 1. Take a bath everyday. Use water and mild soap to wash dirt and prevent bacteria build-up and body odors especially in the groin area, hands, feet, and underarms. 2. Wash hair as often as needed. Use a clean comb and do not share it with others. 3. Brush teeth at least twice a day or every after meal. Use dental floss after meals to get rid food particles and plaque stuck between teeth and to prevent gum infection, tooth decay, bad breath and other oral problems. 4. Always wear clean underwear and clothes. Change it regularly. 5. Wash hands as often as possible. 6. Cut nails at least once a week to keep away the dirt stuck in the nails. 19  

III. Procedure A. Preliminary Activity Sing a song 1. Tell them to sing the song entitled “ Cleanup your Body” in the tune of “Clap your hands”. 2. After singing the song, answer the following questions: a. What is the song all about? b. How do we keep our teeth and face clean? B. Developmental Activities 1. Game: Bring Me (comb, hair clip, headband, toothbrush, face powder, alcohol, lotion and other personal care products) 2. Process the game by asking the students about how do they use their things. Let the pupils demonstrate in front. Add other materials used for cleaning the body. 3. Answer Activity 1: Cleaning is Fun on p ___. DRAFT4. Call on volunteers to share their answers in class. 5. Instruct them to do Activity 2: Check for Health on p ___. Let them identify if the statement is hygienic or not. 6. Ask them to do Activity 3 Poster for Health. C. GeneralizationApril 10, 2014Ask the pupils the following questions: 1. Why is it important to practice proper hygiene? 2. What are the effects of being unhygienic? D. Evaluation Let pupils answer Let's Check: Self Checklist on p.____. Let them evaluate their health behaviors. Remind them to answer truthfully. E. Assignment Let pupils do Let's do this at Home: Collage for Hygiene on p ____. 20  

Lesson 5: Build-up for a Healthy Fight (1-2 days)I. Objectives: ‐ Explain measures to prevent common childhood diseases- building up one’s body resistance through regular physical activity, proper nutrition, adequate rest and sleep ‐ Explain the importance of building up one's body resistance to prevent diseases ‐ Discuss ways to build-up one’s body resistance ‐ Practice ways to build-up body resistance against diseases ‐ Demonstrate good decisionmaking skills to prevent diseasesII. Subject Matter:Content: Building Up One’s Body Resistance against DiseasesMaterials: DRAFTactivity card ‐ ‐ pictures/chart of Pyramid of Physical activity, Food Guide pyramid, my healthy plate ‐ markers References: ‐ Meeks, Linda, .et,al. (2010). Comprehensive School Health Education. Totally Awesome Strategies for Teaching Health (7th ed). New York USA:April 10, 2014McGrawHill. ‐ Marotz, L.R., et al. Health, Safety, and Nutrition for the Young Child 6th Edition (2005). New York. Thomson Delmar Learning ‐ McTavish, Sandra ( 2004).Life Skills. 225 Ready to Use Health Activities for Success and Well-being. California USA: John Wiley & Sons Inc. ‐ Galvez Tan, JZ, et al. (2009). The Health Curriculum in the Philippine Basic Education. Manila: UNACOM. ‐ Donatelle, R.J. (1996). Access to Health (9th ed.) New Jersey: Pearson Education Inc. ‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED. Background Information The body, with its immune and lymphatic system, has its own defensemechanism to fight against diseases. A strong and healthy body must bemaintained to keep our systems functioning well and to fight diseases. Some 21  

ways to buildup resistance include proper hygiene, proper nutrition, adequaterest and sleep, regular physical activities, regular medical and dental check-upsand immunizations. Playing outdoor games and having physical activities daily must beencouraged at home and in school. This can enhance the fitness and wellnessof the children. It is appropriate for children aged 8-9 to have at least 30-60minutes of physical activities daily to divert energy in a more meaningful way.Consistent exercise will decrease the risk of diabetes, heart disease and prolonglife. Walking, swimming, jogging, weight lifting, bike riding, and aerobics are allgood examples of exercises that improve overall health. The pyramid of physical activity suggests the appropriate frequency ofdifferent activities. DRAFTApril 10, 2014 22  

Proper nutrition is also very essential for a healthy and strong body thatcan fight diseases. The body has basic needs such as food and water inadequate amounts to maintain normal body functions. Too much or too little ofit will increase susceptibility to sickness. A person who eats a balanced diet getsall the necessary nutrients for a strong and healthy body. The food pyramid provides a guide for a balanced diet. It shows thattaking food in the right amount ensures proper nutrients for the body. On the other hand, the healthy food plate presents a simpler guide for ahealthy meal. Pinggang Pinoy is introduced to Filipinos by the Department ofHealth along and its allied agencies. It aims to provide a food guide that makesit easy for the children to see the correct proportion of nutrients that they canget from the right kinds of food in one meal. DRAFTApril 10, 2014 Drinking enough water daily is also essential for our body to replace theloss of fluid for good circulation. The body needs at least 8 glasses of watereveryday. Our body also needs rest and sleep. The body must regain strength toface another task and other physical activities. A developing child needs atleast 10-11 hours of sleep for a complete cycle of rest. Some ways to maintaingood sleeping habits of children include regular sleeping hours at night, a quiet,dark and cool room, no TV, computer or any gadget inside the room and lessconsumption of food at night.III. Procedure 23  A. Preliminary Activities  

Being active is fun 1. Facilitate the game “Follow the Leader”. The class will have to follow leader’s commands. Let the “leader” ask the class to do different movements. 2. Ask the pupils to imitate the movement of each animal shown on Let’s Try on p.____ 3. After doing the exercises, ask the pupils: a. What body parts did you exercise? b. Why is it important to exercise? B. Developmental Activities 1. Show the illustration of the Pyramid guide of physical activity. 2. Let the pupils choose their partners. They will ask one another about daily activities that help in building body resistance. 3. Let them identify different activities that are appropriate to each DRAFTlevel of the pyramid. 4. Ask them to put their answers on Activity 1: Get Physical with Pyramid on p ___. Call on volunteers to share their answers. 5. Do a class check-up by having the pupils raise their hands to check if they are doing certain activity at the right frequency. 6. Emphasize the importance of physical activity to maintain a strong and healthy body. 7. Ask if they can still remember the other pyramid guide that helpsApril 10, 2014them to be healthy. Briefly discuss the food pyramid by presenting each kind of food in its appropriate level. Do it one level at a time until the pyramid is complete. 8. Introduce the healthy food plate in the same manner, one nutrient at a time, until the plate is complete with the right proportion in a meal. 9. Show example of a meal using the food plate (dairy- milk; fruit- banana; vegetables- pinakbet; grain- rice; proteins- fried fish) 10. Ask the pupils to plan their meals for a day by completing the healthy plates in Activity 2: Balanced Diet with Pyramid and Plate on p. ____. Call on volunteers to share their work. 11. Show picture of a child who is sleeping. Ask the following questions; a. How many hours did you sleep last night? b. How many hours of sleep does a child need? 24  

c. What do you feel after playing? What do you usually do after playing hard? Why is this needed? d. Why do we need to rest and sleep? 12. Let the pupils check their sleeping hours in Activity 3: Get enough rest and sleep on p.____ C. Generalization Ask: How can we build one’s body resistance to prevent diseases? D. Evaluation Do Let's Check: Crossword Puzzle time on p. ____ Answers: 1. Walking 2. Vitamins 3. Strong 4. Sleep 5. PlayLesson 6: Get Protection For Your HealthI. Objectives: DRAFT‐ Explain measures to prevent common childhood diseases- specific protection through immunization ‐ Explain importance of immunization against diseases ‐ Identify specific protection through immunization ‐ Demonstrate good decision-making skills to prevent diseasesApril 10, 2014II. SubjectMatter: Content: Specific Protection through Immunization Material: ‐ chart of the concept map References: ‐ Meeks, Linda, .et,al. (2010). Comprehensive School Health Education. Totally Awesome Strategies for Teaching Health (7th ed). New York USA: McGraw Hill. ‐ Marotz, L.R., et al. Health, Safety, and Nutrition for the Young Child 6th Edition (2005). New York. Thomson Delmar Learning ‐ McTavish, Sandra ( 2004).Life Skills. 225 Ready to Use Health Activities for Success and Well-being. California USA: John Wiley & Sons Inc. ‐ Galvez Tan, JZ, et al. (2009). The Health Curriculum in the Philippine Basic Education. Manila: UNACOM. 25   

‐ Donatelle, R.J. (1996). Access to Health (9th ed.) New Jersey: Pearson Education Inc.‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED.Background Information Immunization is an important health intervention that helps control thespread of communicable diseases. Some immunization programs have led tothe eradication of deadly diseases like smalllpox and poliomyelitis. Somediseases that could be prevented through vaccines include diphtheria, hepatitisA and B, Influenza, German measles, meningococcemia, mumps, whoopingcough, poliomyelitis, rabies, chickenpox, tetanus, tuberculosis and typhoid fever. The Expanded Program of and Immunization (EPI) promoted by the WorldHealth Organization (WHO) helps prevent communicable diseases fromspreading. EPI Vaccines are available for free in government or Public HealthCare Facilities, such as barangay health and municipal or city health clinics orrural health clinics. Children are encouraged to complete their immunization soDRAFTthat they will not be prone to some common childhood diseases. Vaccines contain germs that have been killed or weakened. When givento a healthy person, the vaccine triggers the immune system to respond andthus build immunity. During vaccination, a harmless version of a germ isintroduced to the body and the immune system responds by producingantibodies to attack the intruder. OPV or Oral Polio Vaccine, pertussisApril 10, 2014(whooping cough) vaccine which killed the virus that triggers an immuneresponse and Tetanus Toxoid (TT), a vaccine that protects mothers and newbornbabies from tetanus are some examples of vaccines EPI recommends the schedule of immunizations as follows: IMMUNIZATION AGEBCG (against TB meningitis, military TB) vaccine immediately after birthHepatitis B At birth, 6 weeks, 10 weeks, 14 weeksPolio At 6, 10, 14 weeksDPT (diphtheria-pertussis-tetanus) At 6, 10, 14 weeksMeasles 9 monthsHiB (Hemophilus B infection) Same time with DTP and Polio vaccine, 12 monthsMeasles-Mumps-Rubella (MMR) 12-15 monthsChickenpox (Varicella vaccine) 12-15 months, 4-6 years oldHepatitis A 12 months 26  

Influenza 6-59 months, after the 6th birthday yearly immunization is recommendedPneumoncoccal Infants and children, older children and adults with chronic heart, lungBooster of Tetanus and diphtheria and kidney problemHuman papilloma virus (cervical Every 10 yearscancer) Female adolescents and aduts starting 11-12 years Many vaccines are being developed against many other diseases butthey are still being studied and not yet available to the public. It is very important to consult a doctor at least twice a year. Doctors arethe most reliable people that we can consult regarding our health. Regular visitsto the doctors will provide us information about the condition of our health andthe appropriate measures to take for optimal health.III. ProcedureDRAFTA. Preliminary Activity 1. Have the class read the conversation between Roy and Eva. 2. Assign a boy to read the dialogue of Roy and a girl to read Eva’s dialogue. After reading, ask the following questions; a. Why does Eva like to go to Barangay Center?April 10, 2014b. What will happen if she gets influenza vaccination? B. Developmental Activities 1. The teacher may invite a resource person, e.g. doctor, nurse or barangay health worker to be interviewed by the pupils. The questions to be asked by the pupils are the following: a. What are the different immunization that children must have? b. Why is immunization important? c. How does this prevent diseases? d. What should be done when someone does not have immunization yet? Why? 2. Ask the children to name the vaccinations they have been given. 3. Write the examples of vaccines given by the pupils on the board. 4. Instruct them to answer Activities 1 and 2 on p.___ and p.___. 27  

C. Generalization Ask: How does immunization help us? D. Evaluation Answer Let’s Check! on p.____. Lesson 7: Clean-up for a Healthy Environment I. Objective: ‐ Explain measure to prevent common childhood diseases- healthy environment ‐ Describe ways to keep the environment healthy ‐ Practice healthy ways for a healthy environment ‐ Demonstrate good decisionmaking skills to prevent diseasesII. Subject Matter:DRAFTContent: Preventive measures for common childhood diseases-environmental sanitation Materials: ‐ Charts, strips of paper References: ‐ Meeks, Linda, .et,al. (2010). Comprehensive School Health Education.April 10, 2014Totally Awesome Strategies for Teaching Health (7th ed). New York USA: McGraw Hill. ‐ Marotz, L.R., et al. Health, Safety, and Nutrition for the Young Child 6th Edition (2005). New York. Thomson Delmar Learning ‐ McTavish, Sandra ( 2004).Life Skills. 225 Ready to Use Health Activities for Success and Well-being. California USA: John Wiley & Sons Inc. ‐ Galvez Tan, JZ, et al. (2009). The Health Curriculum in the Philippine Basic Education. Manila: UNACOM. ‐ Donatelle, R.J. (1996). Access to Health (9th ed.) New Jersey: Pearson Education Inc. ‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED. Background Information 28   

The environment is a big contributing factor of diseases. A clean andhealthy environment supports health. Healthy environment requires clean airand land, clean and adequate water and food, clean and spacious shelter freefrom unpleasant noise and odors, adequate recreation and neighborhoodfacilities and convenient services in an environment that provides safety,comfort, and privacy. A dirty and unhealthy environment with polluted air, land and water is notsuitable to healthy living. A polluted environment can also cause waterbornediseases from pathogenic microorganisms transmitted in contaminated water.Common food and waterborne diseases are bacterial diarrhea, hepatitis A andTyphoid fever. Vector-borne diseases like malaria and dengue fever are alsobrought by a polluted environment through its mosquito carriers. These diseaseswill be prevented by having a clean environment. Healthy environment can be maintained through proper solid wastemanagement such as proper disposal, segregation, and 3R’s- reduce, reuse,and recycle. Each member of the community must contribute to anDRAFTenvironmental program.III.Procedure A. Preliminary Activities 1. Organize a school/community tour with the class. 2. Let the pupils observe the surroundings of the school. Keep in mind the two questions below:April 10, 2014a. How will you describe the surroundings of your school? b. What makes your community healthy? Unhealthy? 3. Let them do Let’s Try! Community Check-up on p. _____. B. Developmental Activities 1. Let the students answer Activity 1: Cleaning-up on p.______. 2. Ask the following questions after the activity; a. What have you done for the environment? b. What must we do for the environment? c. What diseases will be prevented if you are living in a clean environment? How? d. What are the healthy practices for a clean environment?” 3. Instruct the pupils to answer Activities 2: Clean-up promise on p. ___. 4. Divide the class into 4-5 groups and assign them as class cleaners. Assign one group per day. 29  

C. Generalization Ask the class: How can we prevent diseases at home? in school? in our community? What must we do for a healthy environment? D. Evaluation: Ask the class to do Let's Check on p.____. Lesson 8: Living-up a Healthy LifeI. Objective: ‐ Explain measures to prevent diseases ‐ Practice ways to prevent diseases ‐ Demonstrate good decisionmaking skills to prevent diseasesII. Subject Matter: Content Outline: Healthy Lifestyle Materials: chart, pictures DRAFTReferences: ‐ Meeks, Linda, .et,al. (2010). Comprehensive School Health Education. Totally Awesome Strategies for Teaching Health (7th ed). New York USA: McGraw Hill. ‐ Marotz, L.R., et al. Health, Safety, and Nutrition for the Young Child 6thApril 10, 2014Edition (2005). New York. Thomson Delmar Learning ‐ McTavish, Sandra ( 2004).Life Skills. 225 Ready to Use Health Activities for Success and Well-being. California USA: John Wiley & Sons Inc. ‐ Galvez Tan, JZ, et al. (2009). The Health Curriculum in the Philippine Basic Education. Manila: UNACOM. ‐ Donatelle, R.J. (1996). Access to Health (9th ed.) New Jersey: Pearson Education Inc. ‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED. Background Information The choices that we make for ourselves, like the food we eat and our activities, are important determinants of our health. Our choices can make us healthy or prone to diseases. It is a choice to have a healthy living. Healthy 30   

lifestyle is one which helps to keep and improve one’s health and well-being. Livingup a healthy life entails the following activities: a. Practice of proper hygiene b. Buildup resistance through proper nutrition, adequate rest and sleep, regular physical activities, stress, avoidance of harmful habits such smoking and drinking alcohol, regular medical and dental check-ups and specific protection through immunizations. c. Proper sanitation for a clean environmentIII. Procedure A. Preliminary Activity 1. Ask the class to read/recite the poem. Let them try to act it out. 2. After reading the poem, ask the following questions: a. What can you do to be healthy? b. Why should you get away from bad habits? B. Developmental Activities DRAFT1. Roleplay: Group the pupils into four. Distribute the metacards with certain situations they need to act out. This task coud be given earlier (during the previous meeting) as a group assignment. This will give them enough time to prepare and as well save time for the class. Group 1-Proper Hygiene (Grooming before going to school) Group 2- Proper Nutrition (Eating properly)April 10, 2014Group 3- Rest and Sleep (Resting after an activity) Group 4- Physical Activities (Perform some exercises) 2. Let pupils do “Lets Do This Activity 1: Healthy Habits” and “Activity 2 Healthy Story” on page _____ C. Generalization 1. Let the pupils sing, “This is the way I wash my face, Wash my face, wash my face. This is the way I wash my face. So early in the morning”. 2. Repeat the song with other healthy habits. (brush my teeth, comb my hair, cut my nails and others). Include other healthy habits to keep the environment clean like sweeping the floor, throwing thrash etc. D. Evaluation: 31   

Let the pupils evaluate their lifestyle with the record of their daily activities.Ask them to answer Let’s check” My Daily Record” on p. ____E. Assignment1. Answer Activity 3: Checklist for the Parents and Activity 4: Healthful Prayer on p.____.2. Assign the pupils ask their parents to assess their lifestyles. Stress that healthy habits must be done consistently.3. Instruct the pupils to do their best to answer the test. Remind them that this test will evaluate what they learned for the quarter. POST-TESTI. Directions: Write the letter of the correct answer.1. Which of the following describes a healthy person? A. He has a healthy body and mind. B. He always eats less healthy food.DRAFTC. He often visits the doctor. D. He has strong teeth.2. Which picture shows a healthy habit?April 10, 2014A.   B.   C. D.  3. Which is NOT a healthy habit? 32  A. Eat junk food. B. Exercise regularly. C. Take a bath every day. D. Eat fruits and vegetables.4. What might happen if you will not wash your hands before eating? A. I will get sick B. I will get tired. C. I will get bored. D. I will have tooth decay. 

5. What will Minda use to have clean teeth?A. soapB. shampooC. face towelD. tooth brush6. Which of the following will you do to be healthy? A. Eat fatty foods. B. Play in the rain. C. Take a bath every other day. D. Have enough sleep, rest and exercise.7. Which disease could be prevented through immunization?A. Diabetes B. Cancer C. Mumps D. Beri-beri8. Which is NOT a healthy practice? A. Seperate garbage. B. Plant trees in the park. C. Clean canals and esteros. DRAFTD. Throw garbage anywhere.9. How can you keep your surroundings safe and clean? A. Observe the surroundings. 2014 B. Throw the trash anywhere. C. Clean the surroundings every day.April 10,D. Allow the stray animals to roam around.10. Which is a way of preventing diseases? A. Having immunization B. Drinking alcoholic drinks C. Sleeping for 5 to 6 hours daily D. Eating much fatty and oily foodsII. Directions: Put a check () if the statement is a healthful practice. Put a cross(X) if not.________ 1. Sleep all day.________ 2. Drink soft drinks.________ 3. Eat a balanced diet.________ 4. Do a physical activity daily. 33  

________ 5. Take enough rest and sleep.________ 6. Drink 8 glasses of water a day.________ 7. Eat a lot of fatty and oily foods.________ 8. Get close to a person who is smoking.________ 9. Play computer games the whole day.________ 10. Clean your body before going to bed.II. Direction: Answer the following questions below.1. How will you describe a healthy person? (5 pts)2. How can you prevent common diseases? (5 pts) KEY TO CORRECTIONI.DRAFT1. A2. B3. A 4. A 5. D 6. DApril 10, 20147. C8. D9. C10. AII. 1.  2.  3.  4.  5.  6.  7.  8.  9.  10.    34  

QUARTER 3CONSUMER HEALTH DRAFTApril 10, 2014 TEACHER’S GUIDE 1  

PRE-TESTInstruct the pupils to answer the Pre-test.I. Direction: Write the letter of the correct answer.1. Who buys goods and services for personal use?A. Consumer C. SellerB. Salesman D. Vendor2. Which is a health service?A. toothpaste C. dental ClinicB. shampoo D. toy3. Which is a health product?A. barber shopDRAFTB. market C. hospital D. Toothpaste4. What practice makes you spend your money wisely?A. Brushing C. BuyingB. Budgeting D. CollectingApril 10, 2014A. choose5. A consumer does NOT have the right to _____________. C. redressB. destroy D. safety6. Who can be a good source of reliable health information?A. Basketballplayer C. GardenerB. Doctor D. Janitor7. Who is a wise consumer? A. Salve asks her mother first before buying things. B. Minerva buys things even if she doesn’t need these. C. Emong doesn’t care even if the toy he buys is too expensive. D. Zaldy canvasses the prices of the t-shirts before he buys. 2  

8. What will you do if you find out that the school bag you bought is defective? A. Throw the product. B. Ask politely for a replacement. C. Get angry at the saleslady. D. Tell others not to buy at the store. 9. It deals with the feelings of the consumers, their satisfaction of buying goods and availing the services. A. Economic C. Personal B. Environmental D. Psychological 10. It is a consumer responsibility that asks questions on the quality, use and prices of goods and services. A. Social concern C. Critical awareness B. Emotional Concern D. Environmental AwarenessDRAFTII. A. Direction: Match column A to column B. Write the letter of the correct answer. AB A. right to safety B. right to basic needs 1. The right that guarantees survival of the consumers April 10, 20142. The right to know the content and expiration date of the product 3. The right of the consumers to be C. right to protected from products and information services that may be dangerous to one’s health. 4. The right to choose a product at D. right to redress high price but with good quality and performance. 5. The right of the consumers to live E. right to choose In a pollution free environment 3  

F. right to a healthy environmentB. Match the description in column A with the picture in column B. Write the letter of the correct answer. A B A.6. A government agency that gives information on health programs and projects7. Source of reliable informationDRAFTand news8. People who help us improve B.our health conditionsApril 10, 20149. Teaches pupils health education10. He helps us take care of our teeth. C. D.   E. Picture of a dentist 4  

III. Direction: Identify the factors that influence the consumers in choosing products and services. Choose your answers from the box below.likes money feelings value other people and media 1. What is important for the buyer ______________________________ 2. What the buyer wants______________________________ 3. The happiness of the consumer in using the product or service____________ 4. What other people say _______________________________ 5. The price of the product or service_______________________________Key to CorrectionDRAFTI. 1.A 2. C 3. D 4. B 5. B 6. BApril 10, 20147.D 8. B 9. D 10. CII. A. 1. B 2. C 3. A 4. E 5. F B. 6. D 7. C 8. B 9. A 10. E 5  

III. 1. value 2 .likes 3. feelings 4. other people and media 5. money Lesson 1: I am a Consumer!I. Objective: At the end of the lesson, the pupil should be be able to; - define a consumer - explain the components of consumer health.II. Subject Matter: Content: Introduction to consumer health education and its components 1. Health Information 2. Health Products 3. Health Services DRAFTMaterials: - Pictures, strips of paper or cartolina References: ‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED.April 10, 2014- Galvez Tan, J.Z. et.al, (2009). The Health Curriculum in Philippine Basic Education. 2009. UNESCO National Commission of the Philippines. - The Consumer Act of the Philippines. Republic Act 7394 (1992). Background Information A consumer is a person who uses information, products and services that are important to health. Health information comes from various sources in the community. There are 2 types of sources of information namely: reliable and unreliable. Reliable information gives correct, scientific, updated, safe and healthful facts. Unreliable information gives information that is not true. It usually comes from individuals and institutions with personal interest and commercial purposes. Health products include food, shampoo, soap, medicines, tooth paste and etc. 6   

Health services are tangible or intangible.The examples of providers of health services are the following;- doctor - hospital - barangay health center- dentist - parlor -DOH ( Department of Health)- nurse -barber shop- albularyo -restaurantIII. Procedure A. Preliminary Activity Game: Guess What! 1. It is a place where we go when we like to have a new haircut. 2. It is a thing we use when we brush our teeth. 3. It is the date on the label of food, medicine, cosmetic or device and after this date, it is no longer permissible to sell them. B. Developmental Activities DRAFT1. Ask the pupils to act out the following situations; a. Mother and a child buying fruits and vegetables at the market b. A barber trimming the hair of a boy c. A buyer reading the information label of the medicineApril 10, 2014Ask the following questions:-Who are buying fruits and vegetables? Why are they buying? What do we call a person who is buying products for his/her own use?-What service is the boy using? Who is giving the service?- Why does the buyer read the label of the medicine?- What do we call this information?2. Let them name other health products, health services and information.3. Instruct them to answer Activities 1 and 2 on page _______.C. Generalization Ask the following questions; - Who is a consumer? 7  

- What are the components of consumer health? Give examples for each component. D. Evaluation Answer Let's Check! on p ___. Answers: I. 1. HS 2. HP 3. HI 4. HP 5. HI II. A consumer is a person who uses health information, products and services. Lesson 2: My Healthy Choice No. of Days: 2I. Objective: At the end of the lesson, the pupil will be able to; DRAFT- identify the different factors that influence the choice of goods and services - discuss the different factors that influence choice of goods and servicesII. Subject Matter: Content: Factors that Influence the Choice of Goods and Services Materials: actual goods like school materials, biscuits, fruits, strips of cartolinaApril 10, 2014References: ‐ Consumer Rights. Retrieved December 15, 2013, from: http://www.dti.gov.ph/dti/index.php?p=720  ‐ Meeks, L. &Heit, P. Health and Wellness.(2006) New York: Macmillan/McGraw-Hill Companies, Pub. Company Background Information The factors that influence the choice of health information, products and services are the following: a. Personal (interest, preference) It deals with our needs, wants, likes, dislikes and time available. Needs refer to information, products and services that consumers need to survive. These include fresh water, clothing and food. Wants are goods or services that consumers can live without but would like to 8   

have. These include another pair of shoes, a new TV set and a comfortable bedroom. Personal preference is the like, dislike or the opportunity of choosing by the consumers. Time available of the consumers for travelling, shopping, and avail in services is also significant. a. Economic (budget) It deals with the amount of products and services that the consumers can afford. Purchasing of products and availing of services depends on the consumers’ income. b. Psychological (emotion) It deals with the feelings of the consumers, their satisfaction in buying goods and availing of the services. c. Ethical (values) DRAFTIt deals with the standard norms of behavior of the consumers. d. Environmental/Social includes one’s family, peers, media, and trends. Decision making on products that will be used by the family is typicallydone by the parents. This situation is common in many households since parentsare responsible for budgeting, managing needs and looking for resources forApril 10, 2014the family. As a result, children are influenced by their parents in choosing healthproducts. For example, in choosing what food to eat, the color of the clothes towear, medicine to take and the brand of toiletries to use, the children areinfluenced by their parents. This situation can affect personal health and thebehavioral development of a child. Therefore, parents should educate theirchildren in choosing the right products to become healthy consumers. Qualityand safety should always be considered to promote healthful living. A parent should…. - accompany the child in purchasing health products - discuss the use and effect of the health products - give the child healthy options - set a limit in spending through proper budgeting - listen to the needs of the child 9  

Peer influence could be direct and indirect. Direct peer influence can manifest through giving direct orders to maintain friendship. Giving in to a dominant friend is sometimes the result of direct peer influence. Unlike direct peer influence like bullying, indirect peer influence is somewhat pressure coming from within. We sometimes do things because we are afraid to be alone. Following what others do, the child will also do it, although no one is asking the child to do it. The same is true for a child who is asking to join an enjoyable game with friends or wanting to buy things because most friends have these. Mass media are methods used to convey advertising information to the public such as television, radio, billboard, magazines, cinema, posters, streamers, leaflets, mail, and internet. Children in this modern world can easily access media anywhere. In school, community and at home, they can be exposed to wrong advertisements, and misleading information. Advertisements in print, radio, TV and online are used as public media in promoting a product, service, or event. These use different propaganda techniques to promote the information, product and services for their commercial and personal interest. Internet is a network that connectsDRAFTcomputers around the world. It has websites set up by various groups of people with different objectives. Therefore, parents and teachers must always monitor the child’s activities. As a big influence on a child, adults should know how to handle this situation. A child should be taught the right decision-making skills in choosing health products.April 10, 2014Children can easily be convinced by what they see or hear through media, without learning about the weaknesses of a product. Before buying health products or availing of different services, a child must be guided so that misleading advertisements can be avoided. Consumer trends track more than what people buy and how much they spend. In buying goods and availing of services, consumer’s habits and behaviors are currently prevalent. Children like to buy products because of the information they hear from users and the good feedback they read about in social networks.III. Procedure A. Preliminary Activities 1. Review Game: Pass the Message 10   

Message: A consumer is a person who uses health information,products and services. Group the pupils into four. Each group will form a straight line. The teacher will call the leaders to say the message. Each leader will pass the message to the member behind. The message will be passed until it reaches the last pupil in the line. The last pupil in the line will give the message to the teacher. The group who first reports first the message correctly wins.2. Motivation Ask the following questions; 1. What are your everyday needs? 2. Would you like to buy another pair of shoes? Why? 3. Who accompanies you in choosing the things you like to buy? 4. Does your father or mother, help you choose the things you like to buy? B. Developmental Activities 1. Set-up the following in front of the classroom: a. Mini-store with goods DRAFTb. Strips of cartolina (with different services printed) posted on the blackboard/white board. The examples of services are restaurant, hospital, parlor, barber shop, dental clinic and barangay health center. Allow the pupils to explore. Give them freedom to chooseApril 10, 2014where they should go, either to the mini-store or to the the different services. Give them play money to be spent for buying different goods and different services. After shopping, they will share the reasons for their choices.2. Ask the following questions; a. Who decides on the health products your family will use? b. Who influences you in buying school materials? How do they convince you? What do they say?3. Introduce the different factors that influence the choice of goods andservices. Encourage the pupils to share ideas about each factor.-Likes -Feelings-Money/Price -Value/Importance4. Instruct the pupils to do Activity 1 on p ___. C. Generalization: 11  

Ask them do “Let’s Remember”. D. Evaluation: Do Let's Check on p. ______. Answers: 1. likes 2. value 3. feelings 4. other people and media 5. money Lesson 3: Be Wise, Be HealthyI. Objective: At the end of the lesson, the pupil will be able to; - Describe the skills of a wise consumer - Demonstrate consumer skills needed for given situationsII. Subject Matter: DRAFTContent: Skills of a Wise Consumer 1. Budgeting 2. Bargaining 3. Data collection 4. Comparison buyingApril 10, 20145. Communication and assertiveness Materials: - actual objects, charts, strips of paper References: ‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED. - Johnson, P. Hunter, L. (2011). Consumer stuff for kids. A teaching-learning resource. Retrieved from www.consumer.vic.gov.au/library/publications/resources-ad- education/teacher-resources/consumer-stuff-for-kids-teaching- and—learning-resource.pdf - Galvez Tan, J.Z. et.al, (2009). The Health Curriculum in Philippine Basic Education. 2009. UNESCO National Commission of the Philippines. 12   

Background Information Consumers are users of goods and services. They buy goods such as foods, school materials, toys, clothes and books. They also avail different services at places like police stations, schools, hospitals, dental clinics, barber shops and parlor shops. Consumers must possess skills in choosing and buying products and services. The skills of a wise consumer include: 1. Budgeting (plans and budgets what to buy) 2. Bargaining (bargains, negotiates) 3. Data Collection (reads information about the products and services) 4. Comparison buying (canvasses price and gathers information about the product) 5. Communication and assertiveness (writes or reports a complaint on a defective or fraudulent good/service)III. ProcedureDRAFTA. Preliminary Activity 1. Review Form groups who will play a game in identifying the different factors that influence the choice of goods and services. Examples:April 10, 2014a. Ricky wants his mother to buy him a bag since most of his classmates have new bags. b. Maria buys a pair of shoes that looks sturdy. 2. Motivation Show the following real objects with labels; a. Pencil with eraser and sharpener which costs PhP 15.00 b. Pencil with eraser which costs PhP 13.00 Ask: If you will choose between these two items, which pencil will you buy? Why? B. Developmental Activities 1. Tell the pupils to read the story on page ________. Ask the following questions: 13   

a. What did Mrs. Castro do before she bought the school bags for her children? b. Write answers on the board. What kind of consumer is she? Why? 2. Instruct the pupils to do Let's Do! Activity 1 on p ___. Ask: What do you consider before buying your snacks during recess time? 3. Let the pupils answer Activity 2 on p ___. Ask: How did you select the product? What should a wise consumer do? Why? 4. Instruct them to answer Activity 3 on p ___. Ask: Why should you ask information before buying? Do you need to complain when you receive a defective product? Why? How will you do it? C. Generalization Ask: What skills should a wise consumer have? D. Evaluation DRAFTAnswer Let's Check! on p ___.Answers: (in any order) 1. Plans and budgets what to buy 2. BargainsApril 10, 20142. Compares prices, gathers information before buying 3. Make a complaint about a defective product/service E. Assignment Answer “Let’s Do this at Home” on page ______.Lesson 4: My Consumer Rights 14 I. Objective: At the end of the lesson, the pupil will be able to; -identify consumer rights -practice consumer rights when buyingII. Subject Matter: Content: Consumer Rights -Right to basic needs 

-Right to safety -Right to information -Right to choose Materials: - charts Reference: ‐ DepEd (2013). K to 12 Health curriculum guide. Pasig: DepED. - Consumer Rights. Retrieved from http://www.dti.gov.ph/dti/index.php?p=720.Background Information As consumers, we have rights to the different kinds of health information,services and products that we get. The following are the consumers’ rights; 1. Right to Basic Needs DRAFTThis right guarantees survival, adequate food, clothing, shelter, healthcare, education and sanitation. Here are ways to practice our rights to basicneeds: a. Prioritize your needs. b. Look for quality, not quantity.April 10, 2014c. Be quality conscious, not brand conscious. d. Do not engage in panic-buying. e. In times of crisis/calamity, be vigilant in ensuring that basic commodities are available in the market. 2. Right to safety Consumers have the right to be protected from products and services that may be dangerous to one’s health. Here are ways to practice our rights and to ensure our safety; a. Read labels and study the effectiveness of the product, ingredients, how it works/operates. b. If labels have warning signs, they should be kept out of children's reach. c. Ask for sample testers for large quantity of goods. d. If not satisfied, ask the salesman to explain the details of the product. 15  

3. Right to Information The right to be given facts and information needed to make a wise choice so as not to be misled by advertisements that make false or dishonest claims about the product. What to do? a. Before buying the product, be sure to read labels and know the information such as content, number of pieces, manufacturing and expiration dates, ingredients, and care instructions, including warranties /guarantees or service contracts, b. Consult somebody who purchased the same product. 4. Right to Choose This is the right to choose a product at a competitive price with assurance of high quality performance. DRAFTWhat to do? a. Specify what you really need to buy. Buy only what is important. It may be cheaper to buy big sizes, but it may not be what you need. b. Canvass before buying. Compare products in terms of price, quality and quantity.April 10, 2014c. Read manuals /instructions carefully. If product testers are available, be sure to try these. d. If there are special offers like BUY 1 TAKE 1, compare with regular prices just to check that you are not paying for the free item.III. Procedure A. Preliminary Activities 1. Checking of Assignment 2. Motivation a. Instruct pupils to turn to Let's Try! on p. _____. b. Tell the pupils to study the pictures. c. Ask the following: -What is the woman doing? -What is the man doing? 16   

-Do you also do these? Why? B. Developmental Activities 1. Ask some pupils to act out the following situations printed on strips of paper: a. Mother buys food and clothes for the family. She asks for information about what she is buying. b. At the drugstore, Father reads the label and looks for the expiration date, and ingredients of cough syrup. After the activity, ask the following questions; a. Why does mother ask the help of the saleslady? What right as a consumer does she practice? DRAFTb. Why does father read the label of the cough syrup before buying it? What consumer right does he practice? 2. Introduce some consumers’ rights such as right to basic needs, right to safety, right to information, and right to choose. Write on the blackboard/whiteboard or manila paper. 3. Ask the pupils to enumerate and discuss each consumer right. 4. Instruct the pupils to do activity1 on p. ___. Answer Key: 1. B 2. B 3. A 4. A 5. A 6. C 7. D 8. BApril 10, 20145. Instruct the pupils to do Activities 2 and 3 on p. ____. Act. 2 Answer Key: 1. Right to Information 2. Right to Safety 3. Right to Choose 4. Right to Information 5. Right to basic needs C. Generalization Ask the following questions; - What are the basic rights of the consumers? - What questions should you ask a seller before buying? - Ask them to do “ Let’s Remember!” on p___. 17  

D. Evaluation Instruct pupils to answer “Let's Check!” on p. ___. (Answers will vary.) E. Assignment Do the activity on p. ________.Lesson 5: Let’s Practice our RightsI. Objective: At the end of the lesson, the pupil will be able to; - identify basic consumers rights - practice basic consumer rightsII. Subject Matter Content: Consumer Rights ‐ Right to representation ‐ Right to redress DRAFT‐ Right to consumer education ‐ Right to a healthy environment Materials: - MetacardsApril 10, 2014References: ‐ Consumer rights. Retrieved from: http://www.dti.gov.ph/dti/index.php?p=720 . ‐ National Consumer Affairs Council (n.d.). Consumer rights and responsibilities. Retrieved from naciphil.tripod.com/id9.html Background Information The fifth consumer right is THE RIGHT TO REPRESENTATION, which is the right to express interest in the making and execution of government policies. What to do:  Read newspapers and bulletin boards at private and government offices, especially in your locality for announcements of public hearings  Take time to attend public hearings or even meetings conducted in your area wherein consumer issues are discussed. 18   

 Be aware of how the consumer laws and regulations are implemented in your locality. The sixth consumer right is THE RIGHT TO REDRESS, which is the right to be compensated for misrepresentation, shoddy goods or unsatisfactory services. What to do:  In case you bought a defective product, try returning to the store where you bought the item and look for the Consumer Welfare Desk.  You may request a replacement, refund or if needed, have the defective item repaired.  If the manager or store representative does not act on your complaint, proceed to the agency which has jurisdiction over your case.  Bring the necessary documents like a complaint letter and a copy of your receipt and other documents you deem are DRAFTvital for the mediation.  Be sure to attend the mediation conference. The seventh consumer right is THE RIGHT TO CONSUMER EDUCATION which is the right to acquire the knowledge and skills necessary to be an informed customer. What to do:  Scan newspapers, magazines and other reading materials for articles or news bits, which educate consumers on howApril 10, 2014to get the best value for their money.  Involve yourself in public hearings or even meetings conducted in your area wherein consumer -related issues such as access to basic goods and services, product quality and safety, sustainable consumption, and the like are being discussed.  Participate in seminars, conferences and fora conducted by government agencies, consumer groups and business / industry sectors regarding news and regulations for consumer welfare. The eighth consumer right is THE RIGHT TO A HEALTHY ENVIRONMENT which is the right to live and work in an environment that is not threatening nor dangerous and which leads to a life of dignity and well-being. What to do: 19  

 Be aware of the kind and extent of pollution in your locality, like air pollution, noise / odor, etc. so that you would be able to address the problem  Do your share in caring for our environment by practicing the 3R's of environmental protection:  REDUCE the source of solid wastes by buying earth friendly products. These are products that could be disposed properly without harming our environment.  REUSE products and containers as much as possible.  RECYCLE because using recycled products will prolong the life of our landfills.I. Procedure A. Preliminary Activity 1. Checking of Assignment What consumer rights have you learned? 2. Do Let's Try! on p. _____. 3. Ask: a. What items are accepted by the Department of Health? What ingredients are these enriched with? Have these items expired? Is it DRAFTimportant for us to know all these details? Why? (Tell the class that if the item/goods has the DOH logo and its has the fortified seal it is safe for children to eat) Show these to the pupils. B. Developmental Activities 1. Tell: We will a have group activity. We will divide the class into fourApril 10, 2014groups. Each group will act out the situation printed on given meta cards. Group 1- You and your mother will attend a barangay assembly conducted by the DOH about the importance of generic medicines. Group 2- You bought an expired cupcake from the grocery store. You returned it to the vendor. Group 3- Mother read in a magazine about the importance of using iodized salt. Group 4- Aling Nora sees to it that when she goes to market, she brings with her a basket and some ecobags. She does not use plastic bag. 5. The situations presented by the different groups show consumer rights. What must we do when there are meetings and assemblies in school and in the barangay? What must we do when the vendor does not like to change or replace the goods we bought? Why is it important for us to use recyclable materials? 20   

6. Introduce the rights and let the children match each with the situations performed by the groups.C. Generalization: What are the different consumer rights? Why do we need to practice these when buying? Let them do” Let’s Remember” on page ______.D. Evaluation: 4. Healthy environmentDo Let's Check on p. ______. 5. RedressAnswer Key: 1. Redress 2. Representation 3. Consumer educationLesson 6: I am ResponsibleI. Objectives: At the end of the lesson, the pupil will be able to; DRAFT- identify consumer responsibilities- discuss consumer responsibilitiesII. Subject Matter 2014 Content: Consumer Responsibilities -Critical AwarenessApril 10,-Action -Social Concern -Environmental Awareness -SolidarityMaterials: clothes (pants, shirt, blouse, shorts, sando with price tags)References:‐ National Consumer Affair Council (NCAC). (n.d) Consumer Rights and Responsibilities. Retrieved from naciphil.tripod.comlidq.htmlBackground InformationTHE FIVE (5) CONSUMER RESPONSIBILITIES1. Critical Awareness 21  

The responsibility to be more alert and questioning about the use and the price and quality of goods and services we use. 2. Action The responsibility to assert ourselves and act to ensure that we get a fair deal. Remember that as long as we remain passive consumers, we will continue to be exploited. 3. Social Concern The responsibility to be aware of the impact of our consumption on other citizens, especially the poor, exploited, disadvantaged or powerless groups, whether in the local, national or international community. 4. Environmental Awareness The responsibility to the environmental consequences of our consumption. We should recognize our individual and social responsibility to conserve natural resources and protect the earth for future generations. 5. Solidarity The responsibility to organize together as consumers to develop the DRAFTstrength and influence to promote and protect our interests. Source: National Consumer Affair Council (NCAC). (n.d) Consumer Rights and Responsibilities. Retrieved from naciphil.tripod.comlidq.html III. ProcedureApril 10, 2014A. PreliminaryActivity 1. Review - Form 3 groups and ask each group to role play a situation about consumer right. Let the others guess this right. 2. Motivation The pupils will answer a given question. The answer must be written on a piece of paper and placed in the “Health Box”. Question: What should you do as a consumer before you use a product or service? B. Developmental Activities 1. The pupils will open the box and will read the answers on the pieces of paper. Based on the answers, let them know their responsibilities as consumers. 22